Napoleon Bonaparte and Its Revolutions

Introduction Napoleon is among the most renowned leaders in the world due to his conquest and abilities. During his lifetime, napoleon was able to achieve great success in his leadership, some of which the other emperors could only dream of.Advertising We will write a custom essay sample on Napoleon Bonaparte and Its Revolutions specifically for you for only $16.05 $11/page Learn More Napoleon was both a military and a political commander; he is considered to be among the greatest military commanders due to his conquest of various regions, sometimes using an army that was by far weaker compared to other armies. The political and military achievements of Napoleon have been studied by many scholars and have been documented in many books. Napoleon Bonaparte was born on 15 august 1769 in Ajaccio, in a Mediterranean island that was known as Corsica. He was the second son of Carlo and Letizia, a lawyer who did not have connections with the rulers and noblemen of the country. This therefore made Napoleon not to have the advantage of being born in a wealthy family that would have facilitated his rise to power. However, this did not hinder Napoleon from becoming wealthy. In fact, by the time of his death, napoleon had acquired vast wealth due to his own ability and by the sheer luck of being in the right place at the right time (Dugdale-Pointon, Para. 2). Napoleon’s life in the military Napoleon had his first opportunity in the military when he was the captain of artillery, which was under General Jacques Dugommier at the siege of Toulon (Dugdale-Pointon Para. 2). He managed to capture Fort Mulgrave and the promontory of L’Eguillette; these were very crucial ports that enabled the French military to have the commanding position using their artilleries. This forced the allied forces that had captured Toulon to withdraw from the island (Dugdale-Pointon Para. 2). Moreover, this acted as Napoleon’s path to the rise in power . His expertise to drive out the revolutionary forces from Toulon, earned him a promotion to the rank of Brigadier-General shortly afterwards in December 1793. The military excellence of Napoleon Bonaparte enabled him to rise through the ranks of the French military at a very fast rate. When napoleon was 26 years old, he was made the second in command of the Army of the interior. With this position, Napoleon was able to fight many other battles with their enemies, and in most cases, he was the victor.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Napoleon had arrived in Paris from a battle in Egypt, where his troops had severely lost, hence making him to sneak back to France and leave his troops in Egypt, when he found a power vacuum which had been created due to the internal unrests in the country. He staged a coup, appointed himself as the ruler of France, and had the title of First Consul (Dugda le-Pointon Para. 11). Since a large portion of the other army had perished in Egypt, Napoleon formed another army and soon after, started his conquest of other lands starting with Austria. Napoleon was to later lead other revolutions, which would ultimately lead to the expansion of his empire. Napoleonic revolutions Napoleonic revolutions were generally different from the aims of his predecessors. In undertaking the revolutions, Napoleon was of the view that a strong centralized state was of utmost importance in the strengthening of the advances, which had been made by the revolution (Holmberg Para. 4). Napoleon tried to spearhead revolutions, which would bring about stability to the French and strengthen the powers of the centralized government. In fact, when Napoleon was a Brigadier-General, he helped the government to restore order, as some rebels were openly planning a coup against the leadership (Dugdale-Pointon Para. 4). Napoleon’s revolutions were generally different f rom those of his predecessors in that, upon conquest of a nation, Napoleon facilitated the creation of government based upon the consent of France as a whole. Napoleon regarded himself – and it was generally true – not as a military leader, but a person whom the members of the country saw had the right civilian qualities that enabled them to accept him as their leader (Holmberg Para. 4). This created stability in the revolutions, which Napoleon made as he generally accepted by the people. Napoleon was also different from the other revolutionaries in that, he not only staged the revolutions, but also took measures to ensure that the advances made by the revolution were consolidated. By so doing, Napoleon ended the revolutions taking place in France at the time (Holmberg Para. 5). Most of the revolutions, which took place before napoleon, had come to power mainly led to disunity between the ordinary people and noble men in the society. However, Napoleonic revolutions wer e different in that, Napoleon’s revolutions tried to bring about social change in the country.Advertising We will write a custom essay sample on Napoleon Bonaparte and Its Revolutions specifically for you for only $16.05 $11/page Learn More Napoleon ensured that careers were given to people who had the abilities to do the jobs regardless of the social status of the person at birth. In addition, Napoleon reformed the French institutions, bringing order and stability to the country. Under Napoleon, the French were able to forge a unity among them (Holmberg Para. 6). To enhance the equality of the society further, Napoleon led to the development of the Napoleonic Code and the Legion of Honor. The Napoleonic code ensured that all the members of the society were subjected to a common justice system. The Legion of Honor on the hand ensured was a reward given to the members of the military, civil, and judicial service. The Legion of Honor provided unity to the above sectors and in effect, leading to the forging of the unity ties between the above groups who compromised a large percentage of the population (Holmberg Para. 8). Conclusion Napoleonic revolutions led to the stability of France through the creation of measures that brought social change to the country. The Napoleonic revolutions can therefore be said to have led to the end of the revolutions, as they brought about the much needed equality, stability, and unity between the French. Works Cited Dugdale-Pointon, T. â€Å"Napoleon Bonaparte (1769-1821).† Napoleon Bonaparte (1769-1821). 2006. 01 February 2011. http://www.historyofwar.org/articles/people_napoleon.html Holmberg, Tom. â€Å"Napoleon and the French revolution.† Napoleon Bonaparte internet guide. 2008. Web. This essay on Napoleon Bonaparte and Its Revolutions was written and submitted by user Felicity Cook to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Choosing the Most Effective Learning Environment

Choosing the Most Effective Learning Environment There are several alternatives available when it comes to the type of education that a child can receive. Parents today have more choices than ever. The primary factor that parents have to weigh is the overall setting that they want their child to be educated in. It is also important for parents to examine the individual needs and make up of the child and the financial state they are in when deciding which learning environment is the right fit. There are five essential options when it comes to education a child. Those include public schools, private schools, charter schools, homeschooling, virtual/online schools. Each of these options provides a unique setting and learning environment. There are pros and cons of each these choices. However it is important that parents understand that no matter which option they provide for their child, they are the most important people when it comes to the quality of education their child receives. Success is not defined by the type of schooling you received as a young person. Each of the five options has developed a lot of people who were successful. The key factors in determining the quality of education a child receives is the value that their parents place on education and the time they spend working with them at home. You can put almost any child in any learning environment and if they have those two things, they are typically going to be successful. Likewise, children who do not have parents that value education or work with them at home have odds that are stacked against them. This is not to say that a child cannot overcome these odds. Intrinsic motivation plays a major factor too and a child that is motivated to learn will learn no matter how much their parents do or do not value education. The overall learning environment does play a role in the quality of education a child receives. It is important to note that the best learning environment for one child may not be the best learning environment for another. It is also important to remember that the importance of the learning environment decreases as parental involvement in education increases. Each potential learning environment can be effective. It is important to look at all the options and make the best decision for you and your child. Public Schools More parents choose public schools as their child’s option to education than all of the other options. There are two primary reasons for this. First public schooling is free and many people cannot afford to pay for their child’s education. The other reason is that it is convenient. Every community has a public school that is easily accessible and within reasonable driving distance. So what makes a public school effective? The truth is that it isn’t effective for everyone. More students will end up dropping out of public schools than they will any of the other options. This doesn’t mean that they don’t offer an effective learning environment. Most public schools provide students who want it with terrific learning opportunities and provide them with a quality education. The sad reality is that public schools receive more students than any other option who don’t value education and who do not want to be there. This can take away from the overall effectiveness of public education because those students typically become distractions who interfere with learning. The overall effectiveness of the learning environment in public schools is also affected by the individual state funding allotted to education. Class size is particularly affected by state funding. As class size increases, the overall effectiveness does decrease. Good teachers can overcome this challenge and there are many excellent teachers in public education. The educational standards and assessments developed by each individual state also impact a public school’s effectiveness. As it stands right now, public education amongst the states are not created equally. However the development and implementation of the Common Core State Standards will remedy this situation. Public schools provide students who want it with a quality education. The main problem with public education is that the ratio of students who want to learn and those who are only there because they are required are much closer than those in the other options. The United States is the only education system in the world that accepts every student. This will always be a limiting factor for public schools. Private Schools The biggest limiting factor concerning private schools is that they are expensive. Some provide scholarship opportunities, but the truth is that most Americans simply cannot afford to send their child to a private school. Private schools typically have a religious affiliation. This makes them ideal for parents who want their children to receive a balanced education between traditional academics and core religious values. Private schools also have the ability to control their enrollment. This not only limits class size which maximizes effectiveness, it also minimizes students who will be distractions because they don’t want to be there. Most parents who can afford to send their children to private schools value education which translates to their children valuing education. Private schools are not governed by the state laws or standards that public schools are. They can create their own standards and accountability standards which are usually tied to their overall goals and agenda. This can strengthen or weaken a school’s overall effectiveness depending on how rigorous those standards are. Charter Schools Charter schools are public schools that receive public funding, but are not governed by many of the state laws concerning education that other public schools are. Charter schools typically focus on specific subject area such as mathematics or science and provide rigorous content that exceed state expectations in those areas. Even though they are public schools they are not accessible to everyone. Most charter schools have limited enrollment which students must apply for and be accepted to attend. Many charter schools have a waiting list of students who want to attend. Charter schools are not for everyone. Students who have struggled academically in other settings will likely fall even further behind in a charter school as the content can be difficult and rigorous. Students who value education and want to earn scholarships and further their education would benefit from charter schools and the challenge that they present. Homeschooling Homeschooling is an option for those children who have a parent that does not work outside the home. This option allows a parent to be in total control of their child’s education. Parents can incorporate religious values into their child’s daily education and are usually better attuned to their child’s individual educational needs. The sad truth about homeschooling is that there are many parents who try to home school their child that are simply not qualified. In this case, it deeply impacts a child negatively and they fall behind their peers. This is not a good situation to put a child in as they will have to work extremely hard to ever catch up. While the intentions are likely good, the parent should realistically have an understanding of what their child needs to learn and how to teach them. For those parents who are qualified, homeschooling can be a positive experience. It can create an endearing bond between the child and the parent. Socialization can be a negative, but parents who want to can find plenty of opportunities through activities such as sports, church, dance, martial arts, etc. for their child to socialize with other children their age. Virtual/Online Schools The newest and hottest educational trend is virtual/online schools. This type of schooling allows students to receive public education and instruction from the comfort of home through the Internet. The availability of virtual/online schools has exploded over the past few years. This can be a terrific option for children who struggle in a traditional learning environment, need more one on one instruction, or have other issues such as pregnancy, medical issues, etc. Two major limiting factors can include the lack of socialization and then need for self motivation. Much like homeschooling, students need some socialization with peers and parents can easily provide these opportunities for children. Students also have to be motivated to stay on schedule with virtual/online schooling. This can be difficult if a parent is not there to keep you on task and to ensure that you complete your lessons on time.

Best Practices for Social Science Writing Essay Example for Free

Best Practices for Social Science Writing Essay Practices (24) , social science (10) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints When social scientists write their research papers, they usually discuss the methods that they employed in gathering and analyzing their data and the results that they were able to generate using these methods. They however seldom concentrate on the writing process itself (Cuba, 1997). Writing in the field of social science requires the use of insight and research to better understand and make concrete observations and findings about the various behavioral elements. There are many methods of conducting social science studies namely through observations, interviews, surveys and case studies. However, when one starts writing the research paper that would embody these pertinent findings, the writer usually faces the challenges that many social science writers encounter. These problems include the complexities of achieving clarity, the potential for committing biases, writing in the first-person perspective, the use of quotations and in-text citations to support the analysis, and formatting styles particular to the field of social sciences. When writing one’s own research paper, it is important for a scholar in the field of social science to have a grasp of the basic writing techniques peculiar to social science in order to produce an academic paper that is relevant, informative and worth reading. The prevalence of search engines and the use of the World Wide Web have made it easier for scholars nowadays to conduct their studies and research with ease and in an expeditious manner. The libraries and other academic centers which make available to the public the latest references has also contributed to a great extent to achieving academic quality of various writings. Complexities in Achieving Clarity Like any other field of study, effective writing requires constant practice. This entails continuous process of writing, editing and rewriting ideas and use of words to convey these thoughts clearly to the intended audience (Cuba, 1997). Oftentimes, students of social science put off writing their research paper until they have completed doing all their research and compiled their bibliography. This practice however sometimes leads to insufficient time in writing the paper itself. In order to achieve clarity when writing a social science research paper, Hult (1996) enumerated the two components that must be considered: rhetorical question and organization. The components of a rhetorical situation include 1) the writer’s purpose; 2) the writer’s persona; 3) the potential readers or audience; 4) the subject matter and; 5) the appropriate language or tone (Hult, 1996). In starting the research write-up, the writer must determine the purpose of his paper and he must be able to define it clearly throughout the entire paper. The purpose need not be complex. A simple purpose will do so long as the readers can have a grasp of what the research is all about. Writers in the field of social science must also avoid writing in the first-person persona as this will affect the objectivity of their research. Identifying the intended audience will also help the writer in deciding what specific issues to discuss and what areas to avoid. For example, a person writing in the field of political science will have to consider political analysts as his potential readers. The subject matter is the most important aspect of the rhetorical situation (Hult, 1996). A writer must carefully select his thesis statement and decide from the materials gathered what facts must be included as well as those which need not be discussed. Furthermore, the research writer might also consider providing a glossary of terms when writing on a technical subject in order to make it easier for the readers to understand the language and tone of the research paper. Omitting Biases and Avoiding First Person Writing Style It is not uncommon practice in the field of social science to write using the first person persona. Writing from the first person perspective however indicates subjectivity in arriving at one’s own research findings and this in turn diminishes the objectivity of the research. In order to be more persuasive, the writer must couch his paper from a third person perspective so as to avoid the impression that he is impelled more by his own biases rather than reporting the facts gathered from relevant data. Omitting biases should be the foremost consideration of every social science writer because this field requires objectiveness and keen understanding of the facts and data. Unlike writers in the field of literature who have unbridled discretion to unleash their feelings and emotions in their papers, social science writers are bound by their duty to report the facts as they appear and not as they think it should be. The field of social science is primarily detail-oriented and must be supported by relevant, empirical, and reliable facts. In order to avoid biases, the writer must always dwell on the facts gathered and must use relevant sources to support his findings. Primary and secondary sources play an important role in the persuasiveness of one’s research work because the extent of the credibility of a research paper is to a great extent determined by the depth of research done by the researcher to support his study. The writer must also avoid labeling his chosen population or individual participants to avoid offending the readers. When dealing with a particular ethnic group or race, it is advisable to call them as they would like to be called. In order to avoid language biases, use the terminology applicable in the research itself. For example, when reporting on a study conducted on two types of participants, it is advisable to describe them according to how they were classified in the given study provided the labels are in themselves not offensive per se. Minimizing the Use of Quotations A writer’s source material must be in the form of paraphrases and summaries. However, paraphrased materials must still be properly documented either through in-text citations or footnotes or endnotes. Hult (1996) added that putting source material in your own words will improve the flow of your paper since the paraphrased style will blend with your own writing style and will thus contribute to its consistency. Minimize the use of direct quotations. The use of too many direct quotations distracts the reader and it also minimizes coherence of the writing style. It also leaves the impression that the writer knows little about his topic and is in fact relying heavily on what others have come up with (Hult, 1996). What the writer can do is paraphrase or summarize the portion of the materials used and document it properly. If using direct quotes cannot be avoided, the following principles are helpful in incorporating them smoothly in the research paper. First, when using quotations with four lines or less in length, enclose them with quotation marks and incorporate them in the text. Second, quotes should be introduced using the verb tense which is consistent with the tense of the quoted material. Third, change the capital letter to lower case and vice versa, within the quote if necessary. Fourth, enclosed in brackets the letter or words inserted inside the quoted material to separate them from the quoted material itself. Fifth, use ellipsis to signal that a material has been omitted from the quote. Sixth, punctuate the direct quote as it appears from the original. Seventh, a period or a comma which is part of the quote should be placed inside the quotation marks. Eighth, use a colon to introduce a quote which is more than one sentence or if the introductory material prior to the quoted portion is too long. Ninth, use a comma for short quotes (Hult, 1996). Using In-text Citations to Support Analysis A researcher who intends to make use on in-text citation in his write-up should keep in mind the American Psychological Association (APA) style which requires the use of past tense or present perfect tense when referring to earlier research materials. For example, it is incorrect to say â€Å"Smith (2008) states that†¦Ã¢â‚¬  when referring to Smith’s research findings. Instead, the researcher must employ the past or present perfect tense; hence, the in-text citation should appear like this: â€Å"Smith (2008) stated/has stated that†¦Ã¢â‚¬  In-text citations must follow the author-date format under the APA citation style, e. g. , (Smith, 2008) and a complete documentation of the source must appear in the reference list. Electronic sources are cited in the same manner as citing a printed document, e. g. , (Purdue University Online Writing Lab, 2008). For sources with no date available, place â€Å"n. d. † (meaning â€Å"no date†) after the author’s last name, e. g. , (Smith, n. d. ). Formatting Expectations A writer must see to it that his paper is professional in appearance. This is not to say however that attention to format should be every social science writer’s foremost consideration. It is also equally important to confer with your instructor as to what should be the appropriate format style for the particular paper. When preparing the paper, it is best to be conservative when it comes to formatting style rather than be ostentatious and vulgar, thus making the paper look less serious and informal. Hence, margin must not be justified on both side of the page but only on the left side only. The American Psychological Association (APA) is the most commonly used citation style format in the field of social sciences. The guidelines provided under the APA provides a useful tool in writing research papers, using in-text citations and reference page and using footnotes or endnotes. Under the APA formatting style, page headers are required to be placed in the upper right-hand of every page. This page header must contain the first two to three words of the title followed by the page number. The title page should already show include the page header. A running head must also appear on the first line of the title page flush-left. On the upper half of the page, centered, the full title of the paper, the name of the writer and university or affiliation must be indicated (Purdue University Online Writing Lab, 2008). Research papers are normally comprised of the title page, the abstract (if appropriate), the main body, the references, and the appendixes (if appropriate). The abstract need not be written for short research papers but for published research reports, an abstract is always required regardless of the length of the paper (Hult, 1996). Appendix may be used to include raw data and other information that need not appear in the main body but is likewise important in the research paper. It is located after the reference page and is labeled sequentially in letters. The reference page must include all the sources used in the research paper. The sources must be in alphabetical order by author’s last name and need not be numbered. Conclusion Writing is a necessary aspect of social research (Cuba, 1997). A good research means that the writer gave great effort in collecting and organizing his data as well as in organizing his findings in a coherent and scholarly manner suitable to the academic community he intends to present his study to. In preparing the research paper, every writer in the field of social science must consider the pertinent style guides applicable. The writing process is an analytic strategy that can only be improved through practice. This necessarily means that every social science researcher preparing his paper must open to revisions. The first draft must not be the final paper. Every writer must be also be willing to take constructive criticism from his colleagues because all too often, a writer cannot see the errors of his own work unless others point them out. Letting others read your research paper will help you in assessing some of the loopholes in your own arguments. Writing in the field of social sciences is an important aspect of the research itself because the manner in which a given study is presented contributes to the persuasiveness of the one’s findings and output. As such, it is important to be familiar with the writing techniques, styles, and formats applicable in your field of research so as to avoid mistakes and errors in presenting your research. The APA citation format style is a helpful tool in the social sciences and every scholar in this field must familiarize himself this formatting to avoid the inconvenience of revising and rewriting the research paper. The social science paper must be formal as to its structure and form and the writer must avoid using first person persona that is usually employed in the literary field. The sentences must be well-crafted and concise and must clearly reflect in a coherent and thorough manner the findings of the researcher without the need of extravagant words or details. Social science research writing is a challenging task for every writer. It requires practice and hard work just like collecting the data itself. It is an inevitable part of every researcher’s academic life and it cannot be avoided. Hence, every researcher must be familiar with the format and style peculiar to this field in order to increase the success of one’s research paper. References Cuba, Lee (1997). Short Guide to Writing About Social Science (4th Ed. ). Addison-United States: Wesley Educational Publishers Inc. Gerring, John, Yesnowitz, Joshua & Bird, Stephen (2004). General Advice on Social Science Writing. Retrieved August 1, 2008 from http://people. bu. edu/jgerring/documents/Adviceonessaywriting. pdf Hult, Christine (1996). Researching and Writing in the Social Sciences. Boston, Allyn and Bacon. Hess, Diana (2007). From Banished to Brother Outsider, Miss Navajo to An Inconvenient Truth: Documentary Films as Perspective-Laden Narratives. Social Education 71 (4), 194-199. McDonald, Susan, MD. Social Science Writing Guide. Retrieved August 1, 2008 from http://www. emayzine. com/lectures/writing. htm Mullen, Carol (2006). Best Writing Practices for Graduate Students: Reducing the Discomfort of the Blank Screen. Retrieved August 1, 2008 from http://cnx. org/content/m14054/latest/ Przeworski, Adam and Salomon, Frank (1995). The Art of Writing Proposals: Some Candid Suggestions to Social Science Research Council Competitions. Social Science Research Council. Retrieved August 1, 2008 from http://fellowships. ssrc. org/art_of_writing_proposals/ Purdue University Online Writing Lab (OWL) (19 June 2008). APA Formatting and Style Guide. Retrieved August 2, 2008 from http://owl. english. purdue. edu/owl/resource/560/01/http://Web address for OWL resource. Watts, Michael. The Holy Grail: In Pursuit of the Dissertation Proposal. Institute of International Studies. University of California, Berkeley. Retrieved August 1, 2008 from http://globetrotter. berkeley. edu/DissPropWorkshop/process/InPursuitofPhD. pdf Best Practices for Social Science Writing. (2016, Aug 01). We have essays on the following topics that may be of interest to you

Platos Form of Good and Justice Essay Example | Topics and Well Written Essays - 250 words

Platos Form of Good and Justice - Essay Example He was dissatisfied with the conditions that were prominent in Athens.The democracy here was failing and it was heading to ruins. He characterized his own concept of justice by bashing the notions that were held by the likes of Glaucon's and Adeimantus. This paper will look into the concept of the good of justice in and of itself as challenged. It will also focus on the Good of the Soul, its three form nature and immortality.Glaucon on justice presupposes that human good is made of a combination of power, wealth and pleasure and because these are limited, there have to be a competition among men for them. He says that it is natural for one to pursue what he sees as good.Socrates refutes the social contract and the bases of Glaucon’s argument by saying that the ultimate source of value is not found in nature and not in the human notion of social contract but it is a notion grasped by the intellect that is enlightened, which is the Form of Good. From his arguments he comes with the prospect of the good of the soul where he says that the soul is tripartite in nature and also that it is immortal and when one dies, their soul lives on. He used the three elements of the soul to explain how the society should be and the concept of Justice and Good is elaborated.This reasoning according to me it is very valid. It gives a reasoned version of what Good is and the concept of Justice coupled with Good. It gives the basis of what Plato was later to conceive as the Form of Good/Justice.

To what extent do you agree with free market economies being more Essay - 2

To what extent do you agree with free market economies being more effective than a mixed economy - Essay Example they are free to decide on what to produce and purchase in the market respectively. In the free market economy, also known as the laissez-faire economy, the producers decide on what to produce as per the market demand and prices. In the latter, the government plays a very limited role in terms of deciding what is to be produced. In this case, the government has little or no command to direct on what goods and/or services are to be produced. However, in a command economy, the government has high command and control over dictating what types of goods and services are to be produced for the market, and the amounts to be produced. On the other hand, the mixed economy is likely to be characterised by conflict since the economy is controlled by both the market forces and the government in terms of determining the types of goods and services to be produced. The mixed market economy is based on decision making by individuals and businesses for the private sector, and government decisions and regulation for the public sector (Anderton, 2012). Free market economies are likely to be more effective due to the dynamics in the market decision making, i.e. the consumers dictate what is to be produced in terms of consumption demand in goods and services. The producers will choose the best cost-effective method of production for higher profit, and firms produce goods and services in terms of consumer demands and tastes, i.e. they produce goods and services which consumers are willing and able to purchase. The free market is effective due to the existence of healthy competition that allows for opportunities for profit making for firms and businesses, and at the same time ensures consumer satisfaction. The free market responds quickly to consumer demands, where goods and services are produced and delivered with due regard to demand. The mixed economy is likely to be characterised by conflict due to override of authority, by either the government or individuals and businesses, in the determination of the allocation of goods and services. In the mixed economy, the government influences the market through taxation rates and setting laws to regulate the market economy. Additionally, the government provides basic services for communities, such as healthcare, education and policing, and hence hinders the investment in these sectors by individuals in the private sector. However, the government plays a critical role in regulating business and market standards for the facilitation of healthy competition in the private sector and consumer satisfaction. The government is also effective in controlling the consumption of harmful goods through illegality declaration or high taxing (Gillespie, 2012). In the mixed economy, the government easily influences the aggregate market demand in its attempts to manipulate its budget deficits or surplus, known as the fiscal policy, for the realisation of economic goals (Rodrik, 2011). The free market economy is more effective, for it creates opportunities for innovation and welfare improvement in both the individual and public interests, where individuals are allowed to make independent decisions that affect their own wellbeing (Rodrik, 2011). Individual consumers have the capability to make institutional arrangements for the enhancement of suitable interaction

Acts of Rebellion Essay Example for Free

Acts of Rebellion Essay In 1984, Orwell presents the act of rebellion through love. Listen. The more men youve had, the most I love you. Do you understand that? this whole quote suggest that they are both rebelling, meaning that Julia has already rebelled in the past by having sex with other men. Also Winston is declaring that the more she rebels the more he would love her, which is also an act of rebellion in itself because love is unauthorized, by Big Brother. The most could suggest that Winston is encouraging everyone to rebel against Big Brother, which could mean that as Julia loves Winston, he is taking advantage of her by telling her that whatever Julia is doing is right that he is totally supporting her. Additionally this could mean that he wanted more people to be corrupt, and everyone to go to the wrong path and disobey Big Brother. Orwell presents the act of rebellion through love because in the Dystopian society there are strict rule that need to be followed, such as no having sex for pleasure, and this is clearly an act of rebellion as Julia had sex with lots of party member. Similarly in Romeo and Juliet where Shakespeare is presenting their love by rebelling, they are both willing to disobey the orders of the wise ones just to be with each other. Therefore stay yet; thou needst not to be gone proposes that Juliet is stubborn, as the Daughter of Capulet; she is used to get what she wants. Additionally Romeo declares to her Let me taen, let me be put to death This could emphasise that he is willing to die for Juliet and stay with her than live his life without her, this clearly shows that he is rebelling against all the rules put upon them, just to stay with Juliet. Not to be gone could suggest that Juliet is being bossy as she is ordering him to stay with her. But alternatively this could highlight that as men in the Elizabethan had power over women, and they were patriarchal meaning that Juliet was a bad influence on Romeo, and that she was almost a threat to his manhood. As he accepts defeat Romeo says let me put to death which could declare that Juli et is Romeos weakness and that if someone breaks Juliet, Romeo will also shatter.

Hawthornes Young Goodman Brown †Conflict, Climax, Resolution :: Free Essay Writer

â€Å"Young Goodman Brown† – Conflict, Climax, Resolution  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Edmund Fuller and B. Jo Kinnick in â€Å"Stories Derived from New England Living† state that   â€Å"’Young Goodman Brown’ uses the background of witchcraft to explore uncertainties of belief that trouble a man’s heart and mind† (31). Are these critics’ statement correct?   This essay will examine Nathaniel Hawthorne’s â€Å"Young Goodman Brown† to determine the conflict, climax and resolution.    The conflict between pride and humility is the direction that Clarice Swisher in â€Å"Nathaniel Hawthorne: a Biography† tends: Hawthorne himself was preoccupied with the problems of evil, the nature of sin, the conflict between pride and humility† (13). There is little doubt about the pride of the protagonist as he scolds his wife for not fully trusting him: "’My love and my Faith,’ replied young Goodman Brown, ‘of all nights in the year, this one night must I tarry away from thee. My journey, as thou callest it, forth and back again, must needs be done 'twixt now and sunrise. What, my sweet, pretty wife, dost thou doubt me already, and we but three months married!’" And looking at the end of the tale, perhaps it his Goodman’s pride which causes him to live the rest of his days in gloom; the opposite virtue of humility might ease his adjustment into a world of sinners.    Gloria C. Erlich in â€Å"The Divided Artist and His Uncles† says that â€Å"he let his more extravagant characters test the unlimited for him and sadly concluded that it was unlivable† (38). Stanley T. Williams in â€Å"Hawthorne’s Puritan Mind† states: â€Å"What he wrote of . . . . unforgettable case histories of men and women afflicted by guilt, or, as he called it, by â€Å"a stain upon the soul† (43). Sculley Bradley, Richmond Croom Beatty and E. Hudson Long in â€Å"The Social Criticism of a Public Man† state: â€Å"He was absorbed by the enigmas of evil and of moral responsibility† (47). Using an assortment of literary critical opinion, this reader considers that the central conflict in the tale is an internal one - the conflict in the mind and soul of Goodman Brown between joining the ranks of the devil, and remaining a morally good person, and the extension of this conflict to the world at large represented by the villagers of Salem.    It is a difficult personal journey for Young Goodman Brown, a young Puritan resident of Salem, Massachusetts, in the 1600’s to say goodbye to Faith on that fateful night and to keep a prior commitment made with an evil character (the devil) in the woods.

Adolescent Development in Juvenile Recidivism

Punishment is a word that has many different meanings. It differs from person to person, state to state and even country to country. When looking at the criminal justice system the purpose of punishment is deterrence, rehabilitation, retribution, and incapacitation (Bontrager, Smith, & Winokur, 2008). Punishment involving adults is hard but when dealing with adolescents it is even more difficult. Adolescence is often thought to be a time of irrational and emotion influenced behavior. There are many who think that adolescence is just a phase that is an entity in and of its self.While many people can see the correlation between the actions and behaviors that happen in adolescence to the habits and life style in adulthood few people see the correlation between a person’s early childhood and the affect that has on his or her adolescence. There is no developmental phase that stands totally alone. Each phase has a lasting consequence ramifications on the next. This progressive devel opmental phase has lasting ramifications on the adolescent’s behavior, self-concept and maturity. Because of this there is a need to view juvenile crime and punishment differently than adult crime and punishment.The reason for this is because some research has shown that recidivism rates among juvenile parolees are very high. It can range anywhere from fifty five percent to seventy five percent (Krisberg, Austin, and Steele, 1991). There is evidence that a vast majority of juvenile offenders who have been confined do not stop committing crimes when they are released. In fact, many juvenile offenders continue their criminal involvement into adulthood (Hamparian et al. , 1984). There is a need to halt juvenile crime before it begins and there needs to be a way to halt the progression of juvenile crime being indicative of adult crime.The purpose of this paper is to demonstrate how childhood development affects adolescent’s development and how this development is directly related to a troubled adolescent’s recidivism rate in relation to family, community and social support. When sentencing juvenile offenders there needs to be an emphasis not only on punishment but rehabilitation. Crime prevention, whether on the juvenile level or adult level, falls into the three categories, of primary, secondary and tertiary prevention. Primary prevention focuses on the conditions that may foster criminal activity. Primary prevention works to sway juveniles who are immersed in ommunities and cultures that promote violence and crime to seek healthier ways to live ((Bendit, Nieborg, & Erier, 2000). For example,i. e. a juvenile living in a depressed area will see that drugs and theft are the primary means of survival. Taking that juvenile to a farm, or a camp, exposes them hard, honest work is more satisfying, and less stressful than devious means of support. The idea behind primary prevention is the desire to create a more positive perspective, specifically for juveniles, which will effect positive change which will, hopefully, keep the adolescent from criminal behavior.Primary prevention speaks to pretty much all aspects of life. It takes into account poverty, unemployment and a wide variety of other social and psychological burdens. It enfolds all of the aforementioned items with support for families, schools, urban development, healthcare, stabilizing and strengthening individual personalities, social education and combating prejudice (Bendit, Nieborg, & Erier, 2000). Primary prevention is an attempt at a catchall. The concept behind secondary prevention is not to look at the general environment, as in primary prevention, but to focus on a small, clearly defined group.This group encompasses children and young people whose individual development, or circumstances, or both, cause them to be a more likely candidate for becoming a potential offender. Secondary prevention focuses on helping people who fall into this group specifically. The help may involve either working with adolescents, who live in socially depressed areas. It can also mean street work, getting involved on the youth’s direct level, for young people who are difficult to reach in other ways (Bendit, Nieborg, & Erier, 2000). When looking at crime prevention Ttertiary prevention is the most clearly defined of the three categories.It is very specific in relation to its aims and target groups. Tertiary prevention endeavors to stop repeated offences and encourages the social integration of young offenders. In fact, the younger the age of an offender, the greater the significance of getting the offender’s support system involved (Bendit, Nieborg, & Erier, 2000). This leads us into the path of criminal behavior in adolescents. Vygotsky’s Theory of cognitive learning is a socio-cultural theory of cognitive development that is based on the idea that learning happens primarily through a child’s interaction with the world.This theory shows the learning progression from infancy to early childhood to adolescence to adulthood. Adults are the key to this theory and to the concept of child to adolescent development. Adults shape and foster a child’s learning and development, intentionally, in a methodical manner depending on which culture and society the child hails from (Ormrod, 2008). Culture is often viewed as a local though it is not limited to a specific location. A person’s culture is not just where a person was born, lived and died. Culture includes the how of one’s birth, life and death.There needs to be awareness that intentionality can be done on purpose, with a goal and purpose set forth, but it can also be done with the mindset of failure. When a parent, teacher, or a significant person in a child’s life does not actively participate in the child’s development that loss of interaction may set the child up for failure. It is intentionality focused on failure. Making a cho ice to do nothing is actually making a choice to do something. It’s a choice of promoting apathy, indifference and a lack of concern.It is a choice that may cause irrevocable damage and harm that has lasting implications. An example would be not making a decision concerning salvation through Jesus Christ. When a person does not choose Christ he or she is choosing Satan. While many people may think that concept is harsh it is true. When parents, loved ones, teachers, pastors or anyone who plays a significant role in a child’s life chooses not to be actively involved it will cause reverberations that the child will feel forever. Thus, when a juvenile commits a crime and no one intervenes it creates chaos and confusion.It is generally acknowledged that dysfunctional parenting practices and family conflict are common hazards related to a wide variety of behavioral and emotional problems in children and adolescents. Improving parenting skills and enhancing the confidence ad olescents hold in their parents has the greatest potential in improving the children’s health, status, well being, and in reducing the risk of developing serious mental health problems or behavioral problems. There is extensive data to support the importance of good parenting in the maintenance, treatment and revention of childhood difficulties. This evidence comes from a wide variety of sources including different disciplines, behavioral genetics, developmental studies, and intervention research. There is substantial evidence that behavioral family interventions, based on social learning principles, are effective in the prevention and treatment of a range of childhood behavioral and emotional problems (Sanders, 2003). This data will have a huge impact on whether an adolescent commits a crime and also the recidivism rate when the child is released from whatever punishment given.The major premise of Vygotsky's theoretical framework is that social interaction plays a primary ro le in the development of cognition (Kearsley, 2010). Vygotsky taught that children learn how their culture interprets and responds to the world through formal and informal methods (Ormrod, 2008). This knowledge draws a parallel between understanding what others consider acceptable, in and for society, and turning that knowledge inward and deciding what is acceptable for ones’ self.This knowledge happens as a child moves from early childhood to middle childhood . As the child enters adolescence it begins to show up in social and emotional competences. Although middle childhood is an important developmental period for the assimilation of various skills to meet the complexity of coming social situations, the foundation for them has its origin in infancy. In infancy and early childhood, a child’s parental support allows him or her to learn to regulate behavior with consistent responsiveness from the parent to guide this developmental course.Increasingly, the child begins t o assume more control and can by early elementary school become more self-directed in carrying out the intricate set of skills required for problem solving in social situations. Accordingly, to obtain a child’s competency in social problem solving, measurement systems need to place demands on the child’s self regulatory, executive processing, and social engagement. Other basic skills that are also involved in social problem solving are competent language, regulation of attention, and memory (Landry, Smith, ; Swank, 2006).When a child does not learn these skills there is a fundamental lack in his or her foundation. The foundation may continue to be built upon but at some point it is likely to falter. Social and emotional competences have a wide range of developmental indicators that adolescents need for successful social adaptation. These indicators embrace positive interactions between adolescents and parents, teachers, care-givers and peers, emotional knowledge, emoti on regulatory abilities and relationship skills.When the adolescent is made aware that there is a problem in his or development scheme successful competency indicates a willingness to participate in special education programs for behavior problems. When a child moves into adolescence and these developmental indicators are not present, or are skewed, it is going to cause more developmental issues to arise. The process of maturation becomes much more difficult as the foundation needs to be reset in order to rebuild upon. The developmental indicators begin to show what the adolescent has retained in teaching form childhood to adolescent.A key component to seeing the correlation between a well adjusted adolescent and a maladjusted adolescent is to watch the behavior. Such behaviors would be acting-out, assertive social skills, emotional or behavioral disorder, frustration tolerance, peer social skills, shyness, anxiety and task orientation. Watching, and repairing deficiencies, earlier in childhood affects social and emotional development in early adolescence (Niles, Reynolds ; Roe-Sepowitx, 2008). To more fully understand social competencies in daily situations there needs to be an observance of the integration of skills.There needs to be a link between competencies during middle childhood to the more complex social challenges in adolescence. As children enter middle school they are expected to interact in social situations without a huge amount of structure and support from outside sources (Landry, Smith ; Swank, 2009). The reason for this is because this skill set should have been taught to the adolescent during the period of lower mental function (Ormrod, 2008). The social interactions become more complex because the adolescents are expected to consider each others’ points of view.They are then also expected to assimilate other people’s views with their own and give feedback based on the knowledge they possess. Based on what was said earlier, ado lescents can show success with these demands if they are demonstrating the ability to perceive and respond to the goals of others as well as others’ perceptions and beliefs. They can also show failure by being close minded or self-absorbed. Failure here may lead to an adolescent being ostracized, ignored or made fun of (Steinberg, 2005).Proficiency in shared interactions with others necessitates an assortment of cognitive, social, and verbal skills. From the social realm, adolescents need to understand the behavior of others. This is not limited to just understanding other people’s behaviors but also understanding that they, themselves, may have different perspectives, intentions, and knowledge. In order for this to occur successfully, they need to identify social cues and modify their strategies on the basis of the feedback received from a social peer.Cognitively, a child is required to keep focused and attentive and use information to plan and reason how to organize behaviors to achieve problem solving with others (Landry, Smith ; Swank, 2009). This is executive functioning which enters the realm of higher mental function (Ormrod, 2008). When a person goes from child to adolescent there needs to be an understanding of other people’s behavior. It is critical in being able to function in society. When this area is not developed fully it may cause issues in the area of self-concept, maturity and behavior (Steinberg, 2005).Integration of the many skills needed to function in more complex social situations is social problem solving. The ability to plan, sequence behaviors, and alter problem-solving strategies on the basis of feedback is often referred to as involving executive processing. Many theorists believe this is a critical set of behaviors for social competence because they help the child organize the information from the environment and process it to effectively comprehend social experiences.There is also an emphasis on the fact that social problem-solving requires specific behaviors. Examples would be goal directedness and planning. These behaviors fall under the heading of self-regulation. For adolescents to function competently they require the ability to create new strategies for use in unique situations and they must be able to self-examine in order to restrain behaviors that are not appropriate for the social situation. Integration of these skills is occurring across childhood (Astington ; Pelletier, 2005). In sSaying hat though, there is a prolonged progressive course where these abilities multiply in complexity as the child enters into adolescence. These behaviors are multidimensional, and can fluctuate fluidly depending on the social context (Steinberg, Dahl, Keating, Kupfer, Masten, ; Pine 2006). Social context is very important when looking at juvenile crime and recidivism rates. A common response that spans history, in the public’s concern with juvenile delinquency and violence has been to pas s legislation promising stiffer penalties as well as harsher sentences for juvenile offenders.What needs to be seen, though is the fact that crime damages people, communities, and relationships. There needs to be a balance created that includes the needs of the victim, offender, and communities. For there to be a healthy restoration process each party needs to be involved. While an offender needs to be punished unless there are support systems in place for the offender, when released, the recidivism rates for that particular offender will continue to rise (Stenhjem, 2003).

Online Education

ONLINE EDUCATION: PROBLEMS AND PERSPECTIVES by Jarrod Novicke ABSTRACT Online Education is a rapidly growing field within a highly competitive educational market. With the advances in technology over the last several years, more universities are offering an online curriculum to a diverse range of students. The increased demand for an educated workforce; has increased the need for additional means of education beyond the traditional in-classroom experience. Due to this increased demand, institutions are being tasked with developing a reputable form of online education.The program needs to meet the needs of the faculty responsible for delivering the material, a growing student base, and also prospective employers. This study will look at the perspectives and problems faced by both the faculty and students as this medium for education continues to grow. In doing so, we will take a brief look at the history of online education and how its growth has affected students and faculty, both ne gatively and positively. INTRODUCTION Colaris, Gibson and Harris (2008) defined distance education as asynchronous or remote; computer based, and has an instructional system that supports it.Contrary to what many people believe today, distance education did not begin with the electronic age. The first recorded instance of this form of education was much earlier. Distance education began in the United States as early as the 1800s, when the University of Chicago introduced the first major correspondence by mail program based on the fact that the teacher and student were in different locations (Seibold, 2007). From these early beginnings, distance education has thrived in the U. S. for many reasons such as the expansive geographical distance between U.S. citizens from institutions, the great thirst of our citizens for education, and technologies’ rapid advancement (Casey, 2008). The technological advancement can be seen while tracing the origins of distance education. From the t ime of the first correspondence program in Chicago, technology has played a major role in the advancement of distance education. During the World Wars, our federal government granted radio broadcasting licenses to over 200 universities. This in turn allowed the use of radio as a medium to provide education delivery to flourish.By the early 1940’s, several schools were using both radio and mail correspondence to educate their students (Seibold, 2007). By the 1970’s and thru the 80’s cable and satellite television became a popular form of educational delivery to distance education students. With the invention of the World Wide Web in 1992, a form of distance education referred to as online education has now become readily accessible (Harasim, 2000). One can define online learning courses as a course that has at least 80% of the content delivered via the internet without traditional classroom interactions (Dykman & Davis, 2008).Over the past 20 years, the innovatio ns and technological advancement of the internet has caused an exponential growth and expansion in the delivery of online education. While at first glance this may seem like a positive advancement, there are many problems associated with this new form of distance education. This paper will focus on the growth of this online learning aspect of distance education and will address these perceived pros and cons, along with the perspectives of faculty and students alike. LITERATURE REVIEWDykman and Davis (2008) wrote a series of three papers and in the second one, used for this research paper, the focus was answering the question of how online teaching is different from conventional methods. The article discusses topics including online course planning and organization, teaching constraints and guidelines, tutorials versus lectures, relationships among teachers and students, and student performance assessments. Bejerano (2008) looked at the increasing trend among colleges and universitie s of accepting the internet as a new medium of education.The shift from traditional classroom learning to online learning was studied to see whether or not the students who are taking the online courses are getting a similar quality of education as the traditional face to face students. Bejerano also looks at the universities that offer online learning and the students who enroll in these courses. In the article College Distance Education Courses, Lei & Gupta (2010) evaluated the benefits and costs from the perspectives of the faculty, student, and institutions.Through their studies they have found and suggested that online education maximizes and facilitates learning more efficiently than traditional student learning. They write that although the benefits of online learning are great, there are also some costs that must be carefully evaluated and considered. Mohamed, Hassan, and Spencer (2011) they looked at and tried to measure the perceived risks student’s feel with online education. Their study developed a valid and reliable scale to measure risk of online education by using both quantitative and qualitative techniques.This study showed that the perceived risks of online education has five risk dimensions and the authors list and explain these five dimensions. In the research paper written by Seibold (2007), the author looked at the pros and cons of online education from several perspectives. In doing so, a brief history of online education was given from its early beginnings as distance education through the mail to the online education we a familiar with today. Also discussed is technologies impact on the growth of online education. GROWTH OF ONLINE EDUCATIONFaculty and students are turning to the Internet and online education more and more each year to supplement, or in some cases even replace conventional approaches to classroom teaching. With the advancements in both communication technologies and the computer itself, the internet has turned on line education into a powerful new tool for teaching and learning. Many say that these advancements in technology have the possibility of revolutionizing higher education with a wider reach in the marketplace for education and increased access to educational services for the students of various institutions (Dykman & Davis, 2008).Online education via the collegiate level has risen at an astounding speed, and it is doing so in ways no one would have foreseen years earlier (Lei & Gupta, 2010). Research done by Allen & Seaman (2009) illustrates that for six consecutive years the number of students enrolled in at least one online class has continued to grow at a rate in excess of the growth rate of higher education enrollments overall. Their research showed that for the fall of 2008, 4. 6 million students were enrolled online which represented a 17 percent increase over the fall of 2007. In contrast, there were 1. million students taking at least a minimum of one online course in the fa ll of 2002. The growth of students from 2002 to 2008 represents a 19 percent annual growth rate. Over that same time period the vast majority of the collegiate student body increased at a growth annually of only 1. 5 percent. As of 2008, over twenty-five percent of all higher education students enrolled in at least one course online (Allen & Seaman, 2009). Several of these students are considered to be off campus learners and have a wide range of work experience, ages, and family circumstances.At a number of institutes of higher learning however, close to half of the online students are estimated to be in school full-time and are students that are traditionally educated in the classroom that enrolled in an online course for reasons of scheduling or that of convenience. Most of these students are enrolled at public state-run universities, community colleges and other colleges which all offer at the very least a portion of online education (Mayadas, 2009).Virtually all of the institut ions of higher learning that have the desire and capabilities to add online courses to their curriculum are currently doing so. The small number of schools that still might launch their first programs online is for the most part, small, and has a minimal impact on the overall online enrollment figures. So who is benefitting from the latest growth in online enrollments? The answer to this question is that the majority of online enrollments are coming from the large, more established schools.These schools are in a better position to be able to increase their offerings of online education. The larger institutions on average teach more students online than any other size of school. The mean number of students who are enrolled online per institution has a correlation positive to that of the actual size of the institution. The pattern may be true for both graduate and undergraduate enrollment levels’, however there is a stronger relationship among the undergraduate population.The l arger institutions show a pattern of bigger online enrollments which result in a greater concentration of its online students at just a few universities. As an example, 89 percent of all the online students are studying at universities with more than one thousand online enrollments even though these institutions only make up 38 percent of the ones that offer some form of online education (Allen & Seaman, 2009). The institutions that offer these online education programs are actually both public and private, as well as institutions that are for-profit like the Universities of Phoenix, Capella, and Kaplan for example.Overall, the highest rates of growth in online education are located at community colleges and also at the aforementioned institutions that are for-profit. While the for-profit institutions are growing at a fast rate and definitely meet a big need, online enrollment is still dominated for the most part by the more traditional universities who have acquired the skills, fac ulty acceptance, and infrastructure to allow them to compete effectively (Mayadas, 2009). CONS OF ONLINE EDUCATIONAlthough online education has grown rapidly over the past several years, to the benefit of many, it has not done so without its share of costs/criticisms. One of the factors of online education that is having a major negative impact to the overall acceptance of distance education is the relative ease to which anyone can purchase a degree that is actually fake. The advancement of the internet has created a rise in a new form of graduate school, the diploma mill.It has become extremely easy to create a fake university online that looks like a credible major university simply by using fancy computer graphics and optimizing the search engine so that the school comes up on the first page of any online college searches (Seibold, 2007). Diploma mills are considered any institutions of higher learning that are unregulated and grant degrees with basically few academic requirement s, if any.Due to these so called diploma mills, other legitimate institutions offering online courses are having a hard time establishing their credibility. It was estimated in 2002 that the sale of fake degrees topped the $200 million dollar mark around the world. Commercialization is another aspect in higher education resulting in a negative impact to the perception of online education. Commercialization among institutions is on the rise and several universities are now considered to be teaching toward a job.Many see higher education and specifically online education as becoming more and more controlled by business rather than government and because of this, courses are focused on strictly preparing for the job. This may not necessarily be a bad thing, but many say that this intense focus on job preparation leads to a less rounded student (Vukelic, 2011). With the growth in online education, faculty members see many cons in this relatively new form of online learning. First and fo remost among faculty concerns is the risk of academic dishonesty increasing.Students that want to cheat will find a way to cheat regardless if the class in online or in a classroom, however research found that it is much easier for a student to cheat in an online class (Nagel, Maniam, Leavell, 2011). The eCollege system of course management continues to make changes in regard to its software packages, however students can simply use screenshots of their test questions and save them to share with other students. For this reason, faculty must think of new ways to assess their students to ensure the validity of the test results (Nagel, Maniam, Leavell, 2011).Faculty also might find that online teaching is extremely time consuming and not as rewarding as they would like. Instituting an online class demands a good deal of organization and continuous monitoring during throughout the course. In the beginning, instructors may not be familiar or trained with the tools and the technology that are available to them which makes the job of developing and translating the good practice’s of the classroom they are used to seeing, difficult to achieve (Bejerano, 2008).Once the course is created, instructors might find the rewards associated with the daily interaction and student contact which is immediate in the classroom, is now lost because of time and space. Instructors often lose their chance to mentor, lead, advise, and become a role model amongst students because of the loss of personal interaction and communication with the student on a daily basis. This doesn’t mean that teacher and student interaction totally disappears, it is just not as rich of an interaction because the online environment is more restrictive in nature.Faculty members that enjoy teaching and are excellent at motivating and engaging their students, often do not find the same dynamic with online education that allow them to show their passion and experience the joy and excitement that yo u get from teaching face to face (Bejerano, 2008). From a student’s view, there are also cons associated with online education. One of the major issues is that not all students or potential students have access to nor can they afford new computer technology.In some instances a teacher might want his or her students to participate in a chat session on the web or discussion on the web, however a number of students might not have the ability to immediately access the internet or the means financially to obtain a computer with high speed internet, Skype, or chat capabilities (Lei & Gupta, 2010). Students are also required in many cases to have an excellent understanding of technologies and advanced skills with a computer.Oftentimes students do not have the patience for difficulties with technology that pertain to a sluggish internet connection or certain other issues related to a computer which results in a high level of anxiety from students evident through frequent email and vo icemail messages especially at the beginning stages of an online course. Students are afraid that they may have missed important assignments or that they are not sure of their responsibilities (Lei & Gupta, 2010). Another argument of online learning is that the chances for student’s social and academic assimilation into the learning environment or institution are minimized.These are factors that are a known contributor to student success. Basically, students taking an online course miss the campus experiences which link them to other students and faculty. Since this integration with peers and faculty is lacking, some students begin to feel isolation and alienation which could lead to students not completing their degree. However, many of these students are not aware of how important social and academic integration is and thus view online classes as a replacement to in class learning and they in turn miss the face to face educational experience.The traditional classroom settin g provides students with not only a great education, but it gives them a community of their peers where they can engage, interact, and be supportive of one another (Bejerano, 2008). Although there are many cons associated with online education, growth has been staggering which leads us to believe that the pros are outweighing the cons. PROS OF ONLINE EDUCATION Around the world universities and colleges are turning to the internet as a new method of instruction at a rapid rate as seen from the rapid growth stated above. Recent research has shown that the effect of online learning has been positive.Studies conducted in the area of legal, communication and social work reported no difference of significance between the traditional forms of education and that of online learning. This is true so long as the student has the proper technology and the technology works well (Seibold, 2007). In fact, the technological skills that are gained through the virtual classroom benefit the student and have become a second learning outcome. In terms of the positive effect online education has had on educational institutions, there are important and significant benefits that have led to the significant growth levels we see today.It has become apparent to educators involved in higher learning that the continued growth and demand of online education is changing the way instruction is delivered in a major way. Probably the most significant positive impact of the technology of online learning is that the limitation of space and time that used to exist has been removed for the most part by networking capabilities. Even during the major budget crisis of the past several years, universities are still embracing the same philosophies and educational missions which are to educate their students.The offering of online courses has allowed institutions to meet the educational needs of those students. Online classes tend to reach a broader audience with students from varying geographic areas th an do the conventional classrooms. Online courses can help students who are isolated geographically, disabled, or have extremely busy schedules actually obtain a quality education. Additionally, online learning does wonders to decrease classrooms that have become overcrowded.The online classes allow faculty and institutions to present additional courses at the most popular times demanded throughout the course of the week, which maximizes the resources available that are in short supply by increasing the flexibility of scheduling class. Students that may have had a schedule conflict can simply enroll in an online course. While comparing costs between educating a student in a traditional classroom versus an online course, the latter can decrease the costs of paper as well as the costs associated with photocopying since the majority of communication is done via email.Institutional costs also lessen as its students grow to be more knowledgeable about the multiple resources that are made accessible on the internet. Universities can now communicate effectively with their students and faculty by electronic means which reduces costs of printing class schedules, bulletins, upcoming campus and academic events as well as other forms of advertisements. Students and educators alike believe that by using online learning technology that they are promoting the green revolution, giving them the benefit of personal satisfaction of being socially responsible (Lei & Gupta, 2010).An institution’s faculty can also benefit from the use of online learning as a tool for education. An important benefit of online education for faculty is that the online environment is both place and time independent. Online learning provides professors with flexibility and convenience (Nagel, Maniam, Leavell, 2011). Due to the decreasing demand of work, an institution’s faculty is now able to present papers, attend conferences, and take part in university recruiting.An additional benefit o f the online learning environment is that it trains students in the same technology that is giving global corporations a competitive advantage and allows them to build communities of international knowledge at the same time. Another positive impact of the steady rise of online learning is that this medium provides opportunities for students and faculty to interact as well as students to interact with each other during online discussions which might promote critical thinking and deep learning.By using online teams and round table type discussions students are sure to develop the sharing of knowledge and the construction of global communities of knowledge (Lei & Gupta, 2010). Many faculty members feel that there is a personal dialogue that occurs among them and their students in an online classroom setting that they simply do not get in the traditional classroom. Faculty reported that by using electronic communication, students are able to be involved more than they are in a tradition al in-class setting. In general, aculty perceive that students often are more relaxed and open in expressing their ideas when they are blogging and chatting via the internet, as opposed to face-to-face interaction in the classroom. While there are many positive aspects of online education for the institutions and faculty, students also see the positives as well. Students rely heavily on the computer and internet applications when learning in online courses. The teachers have limited face to face communication which may remove any misinterpretations that may occur due to possible poor communication skills by an instructor.Students enrolled in an online class can take the class wherever they are in the world. If they are taking a traditional campus course, they have to become accustomed to different classroom cultures, and form various learning styles to accommodate their professors. Students often can do away with this bias through online learning (Lei & Gupta, 2010). Another positiv e in the eyes of students is the flexible nature of the course and the independence they have to work at their own speed. Online students also have the ability to hold a full-time job during the day, managing their schoolwork and studying at night and on the weekends.Students can access courses and engage in online learning from anywhere in the world. Many universities are beginning to account for students with busy family and work schedules. Since many students rely on a steady stream of income to cover bills and other expenses, several universities have turned their marketing efforts to take into account the working adult’s lifestyle. Many accredited institutions are recognizing the need for a program that is time sensitive and are adjusting their curriculum for that reason.If students have certain family and job responsibilities but still wish to carry on with learning and developing in their career, online learning is an excellent option. Students also no longer have to w orry about daily parking and commuting issues associated with driving to campus. Not having to drive to class is a positive aspect to a student that is trying to live a more frugal and greener lifestyle. Since the materials, coursework, and teacher is accessible anytime and anywhere, there is not a need to commute to campus which thusly translates to lowering carbon emissions.Without having to travel to class, students are able to save money on gas and are able to decrease the amount of wear and tear that commuting puts on their vehicle (Nagel, Maniam, Leavell, 2011). As you can see, there are several positive factors that have led to the growth in online education FACULTY PERCEPTIONS AND PERSPECTIVES Whether you see online learning in a positive or negative light, it is continuing to grow at a rapid pace and many faculty members have strong feelings and perspectives about it.Faculty members are attempting to adapt to the increasing demand for online education while universities and other institutions of higher education are steering toward online methods of course instruction as an answer to increasing number of student enrollments. Innovation in online education is imperative to not only meet the growing need in the marketplace for higher education, but also to sustain the continued advancement and growth of today’s institutions. In a traditional, classroom-setting education, faculty generally implements a standard 40-40-20 to their workload. This is in reference to the total hours spent instructing a course.Teaching in the classroom accounts for 40% of time spent, 40% spent on course-related research, and the remaining 20% of workload is dedicated to service (Mupinga & Maughan, 2008). This formula for teaching, however, can bring about obstacles when applied to instruction of web-based courses. The inherent nature of a successful online course requires a certain level of technical â€Å"know-how†, technical support capabilities, a need for inf rastructure, and an altered course organization from that of a traditional course format, which can create a significant disconnect between time spent and compensation earned.It is not difficult for one to clearly understand the concerns that faculty face when expected to provide online course instruction. Unfortunately some professors who have never instructed an online course have mistakenly believed the process would be fairly easy, and flexible, unaware of the significant challenges that exist in the creation of the course program. However, often times, professors are very well aware of the technological difficulties related to online course delivery causing them to be apprehensive over participating in this method of education. Colaris, Gibson, & Harris, 2008) Some feel that with the increased demand of time required to effectively educate students through an online course, there should be an increase of compensation to match. However, it is commonly understood by most instruct ors that additional compensation will not be paid for teaching an online course. Most likely it is the case that additional pay would only be applied if the course enrollment numbers become unmanageable or if the technology tools necessary for course development are not provided.These very issues of workload and pay are those that universities and other institutions absolutely must address in order to sustain successful efforts to provide an answer to the needs of online education, while maintaining a focus on achieving their own unique goals within the world of education (Orr, Pennington, & Williams, 2009). Additionally, as universities are continually expanding their reach, and aiming to bring in higher numbers of enrollment, further hiring of faculty is necessary to serve the student body as well as redesign and devise innovative methods of online education (Good & Peca, 2007).Older generations of students are continually seeking out both new skills and new knowledge to adapt to an ever-changing marketplace and economic landscape, adding to the demand for institutions and universities to provide effective and relevant options for online education (Kolowich, 2009). Simultaneously, institutions of education are continually looking for creative solutions to sidestep tuition hikes as they suffer the microscope of tight budget constraints.Aside from the technological, budget, and staffing concerns that go along with an online course, an important question to ask for faculty members responsible for providing quality online instruction is whether or not the institutions where they are employed are effectively responding to the obstacles facing them in both planning and executing the courses. Overall, most faculty members feel that the institutions are doing a satisfactory job in addressing the concerns, though there are still some specific areas that need adjustment and improvement as this sector of education becomes higher in demand.In terms of compensation and a llowance of time off, faculty are well-pleased. These are not however, typical motivating factors for educators. The faculty members at institutions of higher education tend to genuinely enjoy their profession, and are committed to furthering their careers in education. Excelling in the realm of online education instruction only adds to, and broadens the spectrum of their experience, helping them remain competitive in today’s market of higher education where online instruction is no longer just an option, but an expectation of most students seeking higher education.In large part, educators are motivated by concern for meeting education needs of the students, leaving this to be the main factor that drives ongoing dedication. They hold a strong interest in making sure there are ample avenues for students to acquire their degrees and complete their education in a timely fashion. Faculty of higher education believe that they are morally and ethically obligated to provide alternat ive learning formats for the benefit of the students, while some also feel it is important for students to take part in, and experience what the environment of online learning has to offer.Generally, professors share a similar set of values, with compassion, caring, and commitment to their students’ education at the core, fueling the motivation for teaching. Naturally, the effective development of a quality online course is a legitimate concern across the board. Simultaneously the concern of adequate time allotment is consistently a concern at hand with faculty members. When it comes to online education, a member of faculty serves both as role of instructor as well as the role of facilitator.For an instructor to make a quality online learning experience possible for the students, there is the prerequisite of a higher time commitment from that faculty member. Clearly this concern could be mitigated by additional support staff to take part in the workload of online course devel opment. The professors must be involved with the development of online courses at various levels of the process. They are the sole individuals responsible for the content to be taught in the class, but this allows them a solid understanding of course structure.There are many institutions that are beginning to provide teams of developmental support to work alongside faculty members, to remove some of the pressure, as they will then have the ability to delegate much of the basic development activities to the support staff. For some professors who are accustomed to the freedom and creative flexibility of teaching in a traditional setting, learning to adapt to collaboration with a course facilitator or online course development team can be somewhat of a difficult adjustment.For these, the open access to their course through the online system by administrators or other faculty can cause them to feel uneasy, making it the change in course medium quite challenging to accept. A loss of cont rol at some degree exists, so this challenge to their teaching habits and preferred style of course conduct is still very real to many, even after mastering the technology involved with instructing an online course (Dykman & Davis, 2008). However, as a professor gains experience with the technology, process, and systems of online course development, the amount of required ongoing support from other staff will decrease.Many professors feel that the learning curve in transitioning into online course instruction may be significant, but moving forward into this method of educating students is pertinent to the ongoing growth of their careers as well as the future success of their institution. In order to support and enhance an instructor’s success with online classes, it is best that the faculty members have a clear understanding of exactly how their programs work into the bigger picture of the institution’s efforts (Orr, Pennington, & Williams, 2009).The members of faculty need to have clarity and specification of their institutions goals and direction to truly be fully committed to online learning. It is then possible for an instructor to ensure that his or her efforts of designing an online course fit nicely within the framework of their institution. Just as traditional classes, it is very important for online courses to fall in line with the objectives of the school goals. By insisting that these objectives be met, an institution can communicate an unambiguous message of the value and significance of the activities crucial to web-based learning programs.This sets up the instructors for a greater level of focus in designing and implementing an online course with the same degree of passion in educating online students, as they express in instructing a traditional classroom. This can likely lead to higher student success and personal satisfaction of faculty. In addition to creating an environment to encourage internal gratification of educatorsâ€⠄¢ efforts, it is essential for universities and other institutions to provide substantial outward recognition of instructors’ online teaching efforts by department.By instilling a stronger system of recognition for online instruction and providing an outline of how opportunity for promotion is possible, instructors are more likely to increase their skills and master online course development in such a way that meets the institutions standards and goals, ultimately fulfilling the student body’s growing expectation of high-quality online education. It is also critical that institution solicit input from the teaching faculty when addressing various quality concerns of online courses and the reality of student learning outcomes.The majority of professors want to ensure that their students receive an excellent education experience, therefore are open to accepting suggestions to improve the overall efficacy of current programs. This cooperation between instructors, staff su pport and administration will enhance every aspect of the overall design and delivery of online courses. In planning for an increase of online education courses to meet today’s demand, it is imperative that institutions take into account the motivation behind faculty charged with instructing them.By clearly understanding why an instructor is driven to educate, an institution can help show them the value of teaching online. It is then possible to lead faculty members to appreciate exactly how online learning programs are critical in accomplishing the institution’s ability to offer a diversity of courses required to meet the students’ educational needs. Aiding faculty in understanding the true value of online education will increase their proficiency of online class development as well as instruction.This type of support and motivation is a key element in teaching a course online, as faculty members in general need to feel a sense that their efforts add value to t he institution where they teach. Online education has become a proven method for fulfilling the learning needs of today’s students. This can be seen from its exponential growth over the past few years, and for universities and colleges planning to further develop and enhance online education courses, they stand to benefit greatly from ongoing research into methods of faculty motivation. STUDENT PERCEPTIONS & PERSPECTIVESWith online education growing like it is in universities, students are now granted the choice to attend traditional face-to-face classes or choose an online option. Today’s online education opportunities allow students to meet their educational goals in a convenient, flexible, and cost effective manner. While having a bevy of educational options open to them is great, there are many risks that students perceive to go along with the positive aspects of an online education. There is no such thing as a typical student, however online education courses tend to attract mature students hat have several demands on their time so they tend to be in particular fairly discerning regarding their courses. This is the result of the conflicts the course could potentially create with the students’ personal and professional commitments and also because there is a tendency for students to either pay for their own education or be sponsored by their employer. Therefore institutions that provide online education must be conscious of the fact that they are dealing with a student body that value their education and are more than willing to criticize the courses they feel are wasting valuable money and time.These students share in the fact that they invest a substantial amount of time, money, and effort so they are conscious of the way that their investment is being used and/or misused (Tricker, Rangecroft, & Long, 2001). As demand for online education continues to rise, online students are seeking programs with the best reputations, so it is impe rative that educators strive to meet the highest standards in this regard. The risks a student perceives while making the decision on whether or not to take an online class are many, especially considering those students who are new to the concept of online courses.The student may be attracted to this type of education because of its convenience, but at the same time, they may be concerned about course effectiveness, their ability to interact and communicate with their classmates, and the likelihood of their success. Mohamed, Hassan, & Spencer (2011) define risk as â€Å"the variation in the distribution of possible outcomes, their likelihood and their subjective values† (Mohamed, Hassan, & Spencer, 2011). The decision to take an online class can involve some risk because in doing so, there could be uncertain or unexpected consequences which may be negative in nature.Potential students might wonder if they will be able to learn online as well as they do in a traditional class room setting, whether or not they will have communication with their teachers and/or peers, if their grades may suffer, and whether they will be able to finish their course on time and so on. The perception of these various issues, accurate or not, will likely affect potential student’s intention to enroll in an online course. There is a perceived psychological risk that reflects the concern regarding the tension and discomfort that might arise due to enrollment in an online education ourse. Research has shown that some online students often feel more isolated, anxious, frustrated, and confused than a traditional student does (Mohamed, Hassan, & Spencer, 2011). In addition, online education students can also experience a reduced feeling of belonging to the class and may miss the participation and discussions associated with a traditional university classroom. It is very important that instructors stay sensitive to the needs of the students, and have programs in place to reduc e these emotional reactions by creating a culture of involvement.Finally, there is some research that suggests online students might fear they will be unable to complete their course work because of lack of discipline, self-motivation, and writing skills. Today the attrition rates for online students are 10 to 20 percent higher than those of students in a traditional classroom setting (Dobs, Waid, & Carmen, 2009). Performance risk is related to concerns of whether the program will deliver benefits promised or perform as desired. Many students experience some form of technical problems during their course (Mohamed, Hassan, & Spencer, 2011).And at times, online students perceive instructors to be less prepared, use teaching methodologies that are not appropriate, and often give bigger workloads than are given in traditional classrooms. Online students also show less satisfaction than their counterparts on campus with the degree of interaction with their instructor and it primarily occ urs when they did not grasp the material in the lecture. Additionally, online students have reported that their understanding of the subject increases at a lesser rate and the course held less value than the students participating in a traditional classroom.Further, the perceived risk of time demand involves the fear surrounding the required amount of time and the effort that is required to complete the online course. Many students see the convenience and flexibility of taking online courses as a major benefit, however for those that are full time employees or have obligations with their family; concerns often arise about the demands on their time. In a study of student perceptions in online learning performed by Eom and Wen, the study participants often complained about losing work that was previously saved, the length of assignments, and the slow times of screen loads.Another item of note reported by online students is the frustration they felt with the time that was spent doing o nline administrative service tasks like ordering textbooks, advising, and library access (Eom & Wen, 2006). Students also feel a form of social risk that is related to the concern they have regarding what others will think about their degree. Students might fear that their online degree will not be accepted well by family, friends, or most importantly by employers.This perceived risk is an important hurdle that institutions face in attracting online education students. Finally, the last source of perceived risks that students face is source risk. Source risk is the concern for the credibility of the institution that is offering the online education course. When students are deciding on whether or not to enroll in an online course they often worry about the reputation of the institution, the institution’s location, and whether the online program will accept other institutions transfer credits.The students also may worry that potential employers might question the value of the online education institution in comparison to an education in a traditional manner (Mohamed, Hassan, & Spencer, 2011). CONCLUSION Through the research conducted for this paper, it is evident that online education is not only here to stay but growing at a rapid pace. From the beginning of distance education in the early 1800’s to today’s online learning, the advancements in technology have been immense.This advancement in technology has opened up education possibilities to student’s from all walks of life and connected students from all over the world. The first people to embrace this new revolution of online learning were the educators and now with the new and improved online learning tools and amplified opportunities in education, society as a whole is being influenced in ways never seen before. As we delve into the 21st century, the implications behind this newfound educational conversion are beginning to be recognized by the public at large.With it we have se en an extraordinary level of investment, changes in public feelings, and a fury of (sometime not realistic) expectations regardless of the progress that has been made in altering pedagogic and institutional strategies. As we move forward, online education is no longer supplementary or peripheral, it has turned into a vital part of mainstream society (Smith & Mitry, 2008). Though we have seen that there are many pros and cons as well as varying perceptions among students and faculty, no one can deny the level of growth in online education over the years.It is obvious from the growth seen that the pros are outweighing the cons as well as the rewards outweighing the risks for both faculty and students alike. 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